On Thurs. 10/2 we are meeting in the Enhanced Learning Center on the first floor (SW corner) of the Lirbary. Class will begin at 7:30 when the Library opens. This will limit our time together, yes, but should prove fruitful in introducing you the library and giving you some valuable research tools for finding sources for your paper.
In addition, I want you to read GR: Chapters 16 and 17 (they're short) and write a list of topics that are A. interesting to you, B. Arguable, and C. meaty enough that you can find enough material to fill up 15 pages of excellent, polished persuasive writing.
Here, too, are some other materials that will be helpful to you. This, from the Purdue's OWL gives some good advice on understanding your assignment.
Finding a topic that you like, that you can write about and that can fulfill the parameters of the assignment is the first key to your success in this class. Read this, from Kathy Livingston's educational site for help.
If you have questions, email me or ask me in class.
Monday, September 29, 2008
Schedule
Just a reminder. Tomorrow, 9/30, we will finish the movie that we started on Thurs. and discuss the use of ethos, pathos, logos and topics related to the movie. In addition, please have read the Steve Earle article. If you were absent on Thurs. check the previous blog post. The reading handout is in my mailbox at my office. Go get it, read it, and write a story.
Good luck.
Jeff
Good luck.
Jeff
Wednesday, September 24, 2008
Reading for Sept. 30th
Hi. Your reading assignment for this weekend is to read this and the handout from Alain De Botton's Consolations Of Philosophy (which you will pick up in class tomorrow).
Instead of a precis, you will write a story. Notice how both of these readings tell the story (life story to an extent) of two different people in order to make a point. Your assignment is to mimic this. Write a story--about a person you know, or don't know, but know a lot about--in order to make a point about life, politics, etc.
Study how each of these stories tells its story, and how dialogue, point of view and character all play a part in that telling. Look at the author's use of pathos. This could evolve into something you use in your researched argument so have at it.
Due: 10/2/08, 2-3 pages.
Instead of a precis, you will write a story. Notice how both of these readings tell the story (life story to an extent) of two different people in order to make a point. Your assignment is to mimic this. Write a story--about a person you know, or don't know, but know a lot about--in order to make a point about life, politics, etc.
Study how each of these stories tells its story, and how dialogue, point of view and character all play a part in that telling. Look at the author's use of pathos. This could evolve into something you use in your researched argument so have at it.
Due: 10/2/08, 2-3 pages.
Sunday, September 21, 2008
Homework for Tuesday 9/23
Read: Good Reasons 353-376 (about gay marriage and rights).
Write: A short (1-2 pages) refutation/support of one of the points of view expressed in an article. Be sure to accurately name the article and the author. Practice arguing here. Use good reasons to support your claim--x/y is right/wrong because a,b,c.
Have fun.
Jeff
Write: A short (1-2 pages) refutation/support of one of the points of view expressed in an article. Be sure to accurately name the article and the author. Practice arguing here. Use good reasons to support your claim--x/y is right/wrong because a,b,c.
Have fun.
Jeff
Monday, September 15, 2008
Just In Case
Here is the Fast Food Nation reading. Schlosser, Eric. "On The Ranch," . Perennial. 2002. Pgs. 133-147.
Sunday, September 14, 2008
Tues. 9/16 Viewing
Sorry this is a bit tardy.
Watch the You Tube video, "Mouth Revolution," here. (Click the word here). Think about humor. About what you eat and why and be ready to talk about it. We will revisit food problems several times throughout the semester, so get ready.
Due: Precis of the video and the Schlosser reading
Watch the You Tube video, "Mouth Revolution," here. (Click the word here). Think about humor. About what you eat and why and be ready to talk about it. We will revisit food problems several times throughout the semester, so get ready.
Due: Precis of the video and the Schlosser reading
Wednesday, September 10, 2008
Revision to Thursday's Homework
Hi,
I just noticed there are actually three essays in the assigned reading for class tomorrow. Please read them all, including the ads at the end, but only write a precis of two of them.
Remember to type your homework and turn it in on time. I DON"T ACCEPT LATE WORK!
I just noticed there are actually three essays in the assigned reading for class tomorrow. Please read them all, including the ads at the end, but only write a precis of two of them.
Remember to type your homework and turn it in on time. I DON"T ACCEPT LATE WORK!
Wednesday, September 3, 2008
Reading For Tuesday Sept. 9th
Read this and the Gladwell essay in Good Reasons
Read Why Legalizing Sports Doping Won't Work by Stephen j. Dubner and Joe Lindsay. Note: Click on the title there a few words back and it will take you the article.
Also, if you are interested in this, look at this and this and this.
Read Why Legalizing Sports Doping Won't Work by Stephen j. Dubner and Joe Lindsay. Note: Click on the title there a few words back and it will take you the article.
Also, if you are interested in this, look at this and this and this.
Monday, September 1, 2008
Rhetorical Precis
The Rhetorical Précis Format
(from OSU’s InterQuest Philosophy 201)
A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon providing the rhetorical aspects of the work under consideration. Like the summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the rhetorical précis includes the writer’s name, the genre and name of the piece, the way in which this information is delivered, the main point, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below.
1) In a single coherent sentence give the following:
-name of the author, title of the work, date in parenthesis;
-a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove,"
disprove," "explain," etc.);
-a that clause containing the major claim (thesis statement) of the work.
2) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement).
3) In a single coherent sentence give a statement of the author's purpose, followed by an "in order to" phrase.
4) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience.
Charles S. Peirce's article, "The Fixation of Belief (1877), asserts that (1) humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs (2). Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method (3). Peirce's purpose is to point out the ways that people commonly establish their belief systems (4) in order to (5) jolt the awareness of the reader into considering how their own belief system may the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three (6). Given the technical language used in the article, Peirce is writing to an well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking (7).
(1) That
This common pronoun does a crucial job in the Précis. To remain grammtically sound, we must include the subject (the work and it's author), a predicate (your claim about that work). These must be linked by a rhetorically appropriate verb. Rhetorically appropriate here means that it expresses the action of the author in the work. The that phrase is formed as follows: ....verb that.... Without the that phrase and the associated subject and predicate, you cannot have a well-formed Précis.
subject (the work and it's author and date) verb that predicate (your claim about that work)
"Plato, in Book I of his dialogue The Republic (360 BCE), demonstrates that justice is better than force."
"Sissela Bok, in her book Lying (1979), argues that lies can be justified in some circumstances."
"Imannuel Kant, in his essay The Doctrine of Virtue (1797), asserts that lying is morally wrong under any circumstances."
(2) Thesis
The thesis, or major claim, of the work is statement of the overall and final point that it aims at. It is not easy to identify the thesis of a philosophical work (or novel, for that matter). Still, it is a basic part of philosophical reading to be able to say briefly what the main claim of the work is. Note that this claim may never be stated by the author as such. You may have to interpret and synthesize to draw out a thesis. This work is essential because it is the base of your reading. The thesis statement you attribute to a work is your consise summary of what you understood the author's point to be. You may find it frustrating to put the meaning of a long, complex work into a single sentence. If you simply draw a blank or cannot get the words to come out right, that is a sign that you need to read the work again with the intention of getting the major claim.
(3) Explanation
The task of this sentence is to explain how the thesis, presented in the last sentence, is devloped by the author. The author may give seevarl arguments for a single thesis. Or the author may give a chain of arguments leading up to the thesis. The author may define key concepts related to the thesis. Your job in reading intellectual literature is to identify how the main claim is produced by the work. We take it as a basic standard here that sophisticated literature does not merely make claims, it provides support for them.
(4) Purpose
A statement of the author's purpose in writing this work. What is the writer trying to accomplish here? This statement of purpose is connected to the audience effect by the in order to phrase.
(5) In Order To
This phrase is crucial to the Précis. It directly indicates the effect the author intends to have upon the audience. To produce this sentence, think about what change will occur in the reader if the author's purpose is successful. Authors may write with the purpose to persuade, to refute, to change, even to frighten, anger, or confuse. Determine what you think the author's purpose is and what that purpose is supposed to do to the reader. Note that the purpose may or may not be successful (i.e. it may not have the intended effect).
Author's purpose in order to effect on the reader.
(6) Effect
A statement of the author's intended effect on the reader. This statement of purpose is connected to the audience effect by the in order to phrase. Every author writes to have some effect on the audience (readrs). It may be to make the audience laugh, to cause the audience to question their own beliefs, to persuade them to a point of view, to challenge a belief they are likely to have, etc. This effect is not a report of how the work affects you, but of what you think the author's intended effect is.
(7) Audience
A statement of the author's intended audience and the relationship the author establishes with the audience. The language of a work selects a certain audience and excludes others. Examine the language and references of the work to judge what sort of pre-knowledge the author assumes of the reader.
Examples:
Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward their subjects, their audiences, and themselves determine to a large extent the quality of their prose. Baker supports this assertion by showing examples of how inappropriate attitudes can make writing unclear, pompous, or boring, concluding that a good writer "will be respectful toward his audience, considerate toward his readers, and somehow amiable toward human failings" (58). His purpose is to make his readers aware of the dangers of negative attitudes in order to help them become better writers. He establishes an informal relationship with his audience of college students who are interested in learning to write "with conviction" (55). From (English 8601 • Dr. William P. Banks)
Dr. Martin Luther King Jr., world-renowned civil rights activist and philanthropist, emphasizes in his Nobel Prize acceptance speech “The World House” (1967) that all people, regardless of skin color or ethnic background, are negatively affected by the plague of racism and the decline of spiritualism that results. Dr. King begins his speech with an allusion to a famous author that ends up being the theme for his whole speech; his pre-dominant use of examples of past actions are bolstered by several other testimonies from philosophers, historians, and writers as well as an allusion to a well known story. Dr. King is attempting to make people realize the need to correct their self-destructive behavior in order to force society to take up the morals they had lost as well as alleviate the social tensions of the time period. While Dr. King’s intended audience is obviously the black community as a whole, he also tries to get in touch with anyone prejudiced against, black or not; also included are those of the period that had the power to or wanted to stop the decline of society by ending the hatred cultivated by the differences between people of the world so that world would change to be a superior place. (From Preble’s Literature Lounge)
(from OSU’s InterQuest Philosophy 201)
A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon providing the rhetorical aspects of the work under consideration. Like the summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the rhetorical précis includes the writer’s name, the genre and name of the piece, the way in which this information is delivered, the main point, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below.
1) In a single coherent sentence give the following:
-name of the author, title of the work, date in parenthesis;
-a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove,"
disprove," "explain," etc.);
-a that clause containing the major claim (thesis statement) of the work.
2) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement).
3) In a single coherent sentence give a statement of the author's purpose, followed by an "in order to" phrase.
4) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience.
Charles S. Peirce's article, "The Fixation of Belief (1877), asserts that (1) humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs (2). Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method (3). Peirce's purpose is to point out the ways that people commonly establish their belief systems (4) in order to (5) jolt the awareness of the reader into considering how their own belief system may the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three (6). Given the technical language used in the article, Peirce is writing to an well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking (7).
(1) That
This common pronoun does a crucial job in the Précis. To remain grammtically sound, we must include the subject (the work and it's author), a predicate (your claim about that work). These must be linked by a rhetorically appropriate verb. Rhetorically appropriate here means that it expresses the action of the author in the work. The that phrase is formed as follows: ....verb that.... Without the that phrase and the associated subject and predicate, you cannot have a well-formed Précis.
subject (the work and it's author and date) verb that predicate (your claim about that work)
"Plato, in Book I of his dialogue The Republic (360 BCE), demonstrates that justice is better than force."
"Sissela Bok, in her book Lying (1979), argues that lies can be justified in some circumstances."
"Imannuel Kant, in his essay The Doctrine of Virtue (1797), asserts that lying is morally wrong under any circumstances."
(2) Thesis
The thesis, or major claim, of the work is statement of the overall and final point that it aims at. It is not easy to identify the thesis of a philosophical work (or novel, for that matter). Still, it is a basic part of philosophical reading to be able to say briefly what the main claim of the work is. Note that this claim may never be stated by the author as such. You may have to interpret and synthesize to draw out a thesis. This work is essential because it is the base of your reading. The thesis statement you attribute to a work is your consise summary of what you understood the author's point to be. You may find it frustrating to put the meaning of a long, complex work into a single sentence. If you simply draw a blank or cannot get the words to come out right, that is a sign that you need to read the work again with the intention of getting the major claim.
(3) Explanation
The task of this sentence is to explain how the thesis, presented in the last sentence, is devloped by the author. The author may give seevarl arguments for a single thesis. Or the author may give a chain of arguments leading up to the thesis. The author may define key concepts related to the thesis. Your job in reading intellectual literature is to identify how the main claim is produced by the work. We take it as a basic standard here that sophisticated literature does not merely make claims, it provides support for them.
(4) Purpose
A statement of the author's purpose in writing this work. What is the writer trying to accomplish here? This statement of purpose is connected to the audience effect by the in order to phrase.
(5) In Order To
This phrase is crucial to the Précis. It directly indicates the effect the author intends to have upon the audience. To produce this sentence, think about what change will occur in the reader if the author's purpose is successful. Authors may write with the purpose to persuade, to refute, to change, even to frighten, anger, or confuse. Determine what you think the author's purpose is and what that purpose is supposed to do to the reader. Note that the purpose may or may not be successful (i.e. it may not have the intended effect).
Author's purpose in order to effect on the reader.
(6) Effect
A statement of the author's intended effect on the reader. This statement of purpose is connected to the audience effect by the in order to phrase. Every author writes to have some effect on the audience (readrs). It may be to make the audience laugh, to cause the audience to question their own beliefs, to persuade them to a point of view, to challenge a belief they are likely to have, etc. This effect is not a report of how the work affects you, but of what you think the author's intended effect is.
(7) Audience
A statement of the author's intended audience and the relationship the author establishes with the audience. The language of a work selects a certain audience and excludes others. Examine the language and references of the work to judge what sort of pre-knowledge the author assumes of the reader.
Examples:
Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward their subjects, their audiences, and themselves determine to a large extent the quality of their prose. Baker supports this assertion by showing examples of how inappropriate attitudes can make writing unclear, pompous, or boring, concluding that a good writer "will be respectful toward his audience, considerate toward his readers, and somehow amiable toward human failings" (58). His purpose is to make his readers aware of the dangers of negative attitudes in order to help them become better writers. He establishes an informal relationship with his audience of college students who are interested in learning to write "with conviction" (55). From (English 8601 • Dr. William P. Banks)
Dr. Martin Luther King Jr., world-renowned civil rights activist and philanthropist, emphasizes in his Nobel Prize acceptance speech “The World House” (1967) that all people, regardless of skin color or ethnic background, are negatively affected by the plague of racism and the decline of spiritualism that results. Dr. King begins his speech with an allusion to a famous author that ends up being the theme for his whole speech; his pre-dominant use of examples of past actions are bolstered by several other testimonies from philosophers, historians, and writers as well as an allusion to a well known story. Dr. King is attempting to make people realize the need to correct their self-destructive behavior in order to force society to take up the morals they had lost as well as alleviate the social tensions of the time period. While Dr. King’s intended audience is obviously the black community as a whole, he also tries to get in touch with anyone prejudiced against, black or not; also included are those of the period that had the power to or wanted to stop the decline of society by ending the hatred cultivated by the differences between people of the world so that world would change to be a superior place. (From Preble’s Literature Lounge)
Research Project Engl. 122-002 Fall 08
Assignment: Documented Argument
Due: Dec. 4
Why write a research paper?
Throughout your academic career, you will be asked to produce substantial source-based arguments. The days of the five-paragraph research paper are over, my friends, and now you will be writing involved academic papers that employ research not merely for the point of informing, but for persuading. To be successful in this endeavor it is important to master the steps of the research process and to develop techniques that you can apply to assignments in other classes. This project, modeled after that taught in the Program in Writing and Rhetoric at Stanford, is intended to introduce you to these processes and strategies.
What exactly do you mean by "Research Paper," anyway?
Unlike a research paper where you just gather, sort, and order a body of information on the subject, much like an encyclopedia entry, according to Diana Hacker in A Writer’s Reference, “College research assignments ask you to pose a question worth exploring, to read widely in search of possible answers, to interpret what you read, to draw conclusions, and to support those conclusions with valid and well-documented evidence” (317). The difference is simple: in a college paper it is not enough to just present a bunch of information, but you, as the author, must use it for your larger rhetorical purposes.
In an argumentative paper, you take a stand on an issue upon which reasonable people disagree. As Hacker notes, you are not trying to get the last word in, you are not simply trying to win a fight, but to “explain your understanding of the truth about a subject or to propose the best solution available for solving a problem—without being needlessly combative” (67). To do this, as another textbook, Writing: A College Handbook explains, you:
[...] do not simply quote, paraphrase, and summarize. You interpret, question, compare, and judge the statements you cite. You explain why one opinion is sound and another is not, why one fact is relevant and another is not, why one writer is correct and another is mistaken. Your purpose may vary with your topic; you may seek to show why something happened, to recommend a course of action, to solve a problem, or present and defend a particular interpretation of a historical event or a work of art. But whether the topic is space travel or Shakespeare's Hamlet, an argumentative research paper deals actively with the statements it cites. It makes them work together in an argument that you create -- an argument that leads to a conclusion of your own. (Hefferman 495-496)
Our goal in this class is to write one of these beasts. To learn all the elements of argumentative research papers and how to put them together into one beautiful thing is what we will study for the remainder of this class. Get ready.
More clearly: You will write a 8-15 page argument (the Documented Argument). Due Dec. 4. Your goal is to support a persuasive thesis with good reasons and credible information found in your research. You will cite your sources and include a Work’s Cited page.
This project is a complicated, partly because you will be required to produce a longer finished product than you may be used to. Mostly, however, this may be your first foray into the practice of using material from primary and secondary sources with your own observations, opinions, original thoughts and analysis. We will spend considerable time discussing how to use your sources, but mostly the key is this: they work to support your points.
This makes it even more complicated because, as the Stanford site says, “all decent writing is the product of an involved process, a decent research paper will have behind it, in addition and invisibly, a many-layered research process.” Our goal is to learn these processes and put them to work.
Project Schedule:
Informal Assignments (15pts): Continuous
Analysis of the Controversy Paper (100pts): Oct. 14
Annotated Bibliography (50 pts): Nov. 11
Peer Review Workshop (20 pts): Nov. 13
Final Draft (300pts): Dec. 4
Credit: www.stanford.edu/~steener/f03/PWR1/research/index.htm
Due: Dec. 4
Why write a research paper?
Throughout your academic career, you will be asked to produce substantial source-based arguments. The days of the five-paragraph research paper are over, my friends, and now you will be writing involved academic papers that employ research not merely for the point of informing, but for persuading. To be successful in this endeavor it is important to master the steps of the research process and to develop techniques that you can apply to assignments in other classes. This project, modeled after that taught in the Program in Writing and Rhetoric at Stanford, is intended to introduce you to these processes and strategies.
What exactly do you mean by "Research Paper," anyway?
Unlike a research paper where you just gather, sort, and order a body of information on the subject, much like an encyclopedia entry, according to Diana Hacker in A Writer’s Reference, “College research assignments ask you to pose a question worth exploring, to read widely in search of possible answers, to interpret what you read, to draw conclusions, and to support those conclusions with valid and well-documented evidence” (317). The difference is simple: in a college paper it is not enough to just present a bunch of information, but you, as the author, must use it for your larger rhetorical purposes.
In an argumentative paper, you take a stand on an issue upon which reasonable people disagree. As Hacker notes, you are not trying to get the last word in, you are not simply trying to win a fight, but to “explain your understanding of the truth about a subject or to propose the best solution available for solving a problem—without being needlessly combative” (67). To do this, as another textbook, Writing: A College Handbook explains, you:
[...] do not simply quote, paraphrase, and summarize. You interpret, question, compare, and judge the statements you cite. You explain why one opinion is sound and another is not, why one fact is relevant and another is not, why one writer is correct and another is mistaken. Your purpose may vary with your topic; you may seek to show why something happened, to recommend a course of action, to solve a problem, or present and defend a particular interpretation of a historical event or a work of art. But whether the topic is space travel or Shakespeare's Hamlet, an argumentative research paper deals actively with the statements it cites. It makes them work together in an argument that you create -- an argument that leads to a conclusion of your own. (Hefferman 495-496)
Our goal in this class is to write one of these beasts. To learn all the elements of argumentative research papers and how to put them together into one beautiful thing is what we will study for the remainder of this class. Get ready.
More clearly: You will write a 8-15 page argument (the Documented Argument). Due Dec. 4. Your goal is to support a persuasive thesis with good reasons and credible information found in your research. You will cite your sources and include a Work’s Cited page.
This project is a complicated, partly because you will be required to produce a longer finished product than you may be used to. Mostly, however, this may be your first foray into the practice of using material from primary and secondary sources with your own observations, opinions, original thoughts and analysis. We will spend considerable time discussing how to use your sources, but mostly the key is this: they work to support your points.
This makes it even more complicated because, as the Stanford site says, “all decent writing is the product of an involved process, a decent research paper will have behind it, in addition and invisibly, a many-layered research process.” Our goal is to learn these processes and put them to work.
Project Schedule:
Informal Assignments (15pts): Continuous
Analysis of the Controversy Paper (100pts): Oct. 14
Annotated Bibliography (50 pts): Nov. 11
Peer Review Workshop (20 pts): Nov. 13
Final Draft (300pts): Dec. 4
Credit: www.stanford.edu/~steener/f03/PWR1/research/index.htm
Syllabus Engl 122-002 Fall 08
The Community College of Denver
The Center for Arts & Sciences / Language, Arts & Behavioral Sciences Department
South Classroom 307, (303) 556-2473, fax (303) 556-3851
ENG 122: ENGLISH COMPOSITION II
Teacher: Jeff Becker
COURSE:
Course Title: English Composition I
Course Prefix, Number & Section: ENG 122-002
Crn #: 20173
Credits: 3
Course Description: Expands and refines the objectives of English Composition I. ENG 122 emphasizes critical and logical thinking and reading, problem definition, research strategies, and writing analytical, evaluative, and/or persuasive papers that incorporate research. This course is required for graduation with the AA and AS degrees and provides transfer credit.
Prerequisite(s)/Co-requisites: English 121
Semester and Year: Fall Semester 2008
Meeting Location, Times and Days: SO 236, 7 a.m. to 8:15 a.m., Tuesday and Thursday
OFFICE/OFFICE HOURS: SO 307B/ After Class: 8:15-8:45
Email:jeffrey.becker@ccd.edu
COURSE BUSINESS:
STUDENT OUTCOMES (IE WHAT YOU SHOULD KNOW HOW TO DO WHEN WE ARE DONE HERE):
(1) Write unified, coherent and well-developed analytical/argumentative essays.
(2) Write an extended (e.g., 8-12 pages of text) argumentative research paper.
(3) Use a variety of research methods to locate appropriate sources.
(4) Evaluate the credibility and usefulness of researched sources.
(5) Read critically and understand complex source material.
(6) Integrate complex sources into YOUR writing.
(7) Continue to master and apply the writing process.
(8) Write grammatically correct sentences.
Student Code of Conduct and Academic Integrity Admission to the Community College of Denver implies that you agree to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus will be regarded as unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct is at this web site: http://ccd.rightchoice.org/Student_Life/COC.html.
Americans with Disabilities Act Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. More information is available at http://ccd.rightchoice.org/EPAC/disabilities.html.
Grade of Incomplete
Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. The instructor's decision to authorize or not authorize an incomplete grade is final. The student must have completed 75% of the class with a C or better, and must complete the rest of the work with the same instructor. Arrangement for the completion of the course must be made with the instructor prior to the assignment of the "I" grade. This agreement must be written on a Contract for Incomplete Grde Form. The instructor may allow up to one full semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades (F).
CCD Critical Skills addressed in this course are: reading, writing, speaking/listening, and valuing diversity.
Reading 3 Identify, analyze and evaluate a variety of readings related to course content.
Writing 3: Compose essays and other written work which reflect the student’s ability to describe, analyze, and evaluate ideas and material related to course content.
Speaking/Listening 3: Summarize and respond to class material presented in the form of oral presentations and class lectures.
Valuing Diversity 3: Identify and summarize alternative viewpoints or approaches to major themes or issues within course content.
Academic Integrity:
Cheating and plagiarism are serious offenses and represent violations of college policy. These violations will not be tolerated and will be dealt with according to the college’s Academic Integrity Procedures. The college defines plagiarism as intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. The following are considered to be forms of plagiarism:
* Word-for-word copying of another person’s ideas or words
* Interspersing one’s own words within a document while, in essence, copying another’s work.
* Rewriting another’s work, yet still using the original author’s fundamental idea or theory.
* Inventing or counterfeiting sources.
* Submission of another’s work as one’s own.
* Neglecting quotation marks on material that is otherwise acknowledged.
Clear cases of plagiarism will result in a failing (zero) grade on the assignment. In some cases, such a failing grade may result in a lowered or failing grade for the course. In the most serious cases, the instructor may pursue grievance procedures through the Dean of Students to administer a punitive failing grade or other appropriate disciplinary action.
COURSE POLICIES:
Stuff You Should Bring To Class EVERYDAY:
* Yourself and an active desire to learn. Your education is in your hands, it has been, so if think this class is “stupid” or “boring” guess whose job it is to make it otherwise. You have a great deal of intelligence; I will require you to use it.
* A notebook, spiral or otherwise, to chart your brilliance. A folder or binder to keep track of your assignments.
* Textbook: Faigley, Lester and Jack Selzer Good Reasons with Contemporary Arguments. Second Edition. New York: Pearson/Longman, 2004
* Textbook: Hacker, Diana. A Writer’s Reference Fifth Edition. Boston: Bedford/ St. Martin’s, 2003.
* A folder with pockets that you will use throughout the semester when turning in projects.
What I expect of you:
* Attendance. Show up. In this class being present is mandatory. That’s right--mandatory. Missing more than 6 classes with negatively influence your grade. You will lose up to 50 participation points. More than 6 absences will result in a failing grade.
* If your cell phone goes off in class, I will put it in my mouth an swallow it. Seriously.
* Be here now. When you are in class, be there. Don’t think about the pile of bills you have to pay, your ingrown toenails, or your plans for world domination, and buy into what we are doing in class. Take interest. If you hate me, look to the book. If you hate me, hate the book, look for outside help (ie a tutor, the Writing Center, etc). More than anything, in this class I will expect a lot of you both at the homework level, but also in terms of the responsibility I will delegate to you in the classroom. What does this mean? Come to class prepared, do the reading, have opinions, be smart, and be ready to talk and write about anything and everything. Easy enough? We are peers here, so act like it.
* Participate. Class participation is essential to the workings of this class. For this reason, your ability to participate is part of your grade in this class. While it may be difficult for some of us to speak up, discussion will encompass the majority of our class time. It is, then, impossible to have a discussion if you will not speak, so please let us hear what you have to say.
* Be mellow. This classroom is a safe haven for all ideas. There are no rights and wrongs, just opinions. Throughout the class we will discuss topics on which we will not all agree. Respect everyone as an equal, even if you really, really, disagree with what they are saying. That means no punching, no cussing, no belittling/degrading a person’s pov, no yelling, etc. Basically, be cool. We are all unique individuals entitled to our own opinions and beliefs, however, any comments, jokes, actions, remarks, or sounds that denigrate the worth of an individual’s race, creed, culture, ethnic background, sexual preference, and gender are inappropriate and will not be tolerated. In other words, remember the golden rule, and everything will be fine. If you don’t think you can handle this, please drop now.
Don’t be afraid to be yourself. Write beautiful sentences, participate, laugh, cry, be alive, and when you are in this class find something you are interested in and run with it. Your enjoyment/happiness with this class, and all classes, is primarily wrought in your ability to make it your own. Put forth the effort. You are paying for it after all. If you aren’t interested in anything, well, I can’t really help you, that is your responsibility.
Attendance:
Class attendance is required. Since we have only 15 weeks together, every class is important. If you are consistently absent, you gravely jeopardize your success in the course. Please see me if you have problems.
IMPORTANT NOTICE: If you decide not to complete the course, it is your responsibility to officially withdraw from the class roster. If you do not withdraw yourself by the appropriate deadline, you will receive a grade of "F" for the course. Please watch those deadlines!
Late Papers:
Late work will not be accepted unless otherwise approved by me.
WHAT WE WILL DO:
The majority of the class will be dedicated to reading, writing, and writing about what you read. The easiest way to fail this class is to refuse to do your homework. A lack of preparedness is like stepping into the batters box with a golf club in your hand--you might as well have stayed home.
Assignments:
The principal assignment in this class is a documented research paper that will be 8 to 15 pages in length, include a Work’s Cited page, and successfully argue your position on a topic (using research to back up your claims). There will be several assignments that will help build toward this. In addition, we will write summaries of assigned readings and response papers on various topics.
Chapter Summaries, Rhetorical Precis and Response Papers:
A common feature of this course will be summaries, precis and responses. These will be brief (1-2 typed, double-spaced pages) informal opportunities for you to practice the skills you will need for the major assignments in the course. Although these journals are not heavily weighted individually, they are important cumulatively to your final grade and invaluable for the learning they encourage.
Revisions:
All good writing is rewriting. This process of creation, evaluation, and revision is the key to all good writing. Even after you have received a grade on a paper, you may still revise your work again. Depending on the improvement of your work, the revision may not raise your grade at all, or it may raise it substantially. A revision will never lower your grade.
NOTE: Please turn in the original and a revision self-analysis with the revision. This analysis should explain what you have changed in your paper, why you think it is better, and what weaknesses it still has. I cannot accept your revision without these items.
Assignment Format:
All written assignments should be typed. Always double-space. In the upper left-hand or right-hand corner of the first page, write your name, the date, the course and section number, my name, and the assignment (Ie “Ch. 1 summary”). Skip a few lines, write your title, and begin the assignment. Number the pages. Please make a copy for yourself of each assignment.
Course Grading:
Your final grade will be the average of your grade on the following six factors:
Brief Argument...................................100 pts
Annotated Bibliography............................................50 pts
Analysis of the Controversy.............100 pts
Research Paper................................300 pts
Chapter summaries and other homework.….............15 pts. each
Attendance..............................................50(-5 for each absence)
The grading scale is:
A 90-100% Superior mastery or achievement.
B 80-89% Better than average mastery or achievement.
C 70-79% Acceptable mastery or achievement.
D 60-69% Less than acceptable mastery or achievement.
F Below 60% Fails to demonstrate achievement of course objectives.
I understand these rules and regulations.
Signed _______________________________ Date: _______________________
The Center for Arts & Sciences / Language, Arts & Behavioral Sciences Department
South Classroom 307, (303) 556-2473, fax (303) 556-3851
ENG 122: ENGLISH COMPOSITION II
Teacher: Jeff Becker
COURSE:
Course Title: English Composition I
Course Prefix, Number & Section: ENG 122-002
Crn #: 20173
Credits: 3
Course Description: Expands and refines the objectives of English Composition I. ENG 122 emphasizes critical and logical thinking and reading, problem definition, research strategies, and writing analytical, evaluative, and/or persuasive papers that incorporate research. This course is required for graduation with the AA and AS degrees and provides transfer credit.
Prerequisite(s)/Co-requisites: English 121
Semester and Year: Fall Semester 2008
Meeting Location, Times and Days: SO 236, 7 a.m. to 8:15 a.m., Tuesday and Thursday
OFFICE/OFFICE HOURS: SO 307B/ After Class: 8:15-8:45
Email:jeffrey.becker@ccd.edu
COURSE BUSINESS:
STUDENT OUTCOMES (IE WHAT YOU SHOULD KNOW HOW TO DO WHEN WE ARE DONE HERE):
(1) Write unified, coherent and well-developed analytical/argumentative essays.
(2) Write an extended (e.g., 8-12 pages of text) argumentative research paper.
(3) Use a variety of research methods to locate appropriate sources.
(4) Evaluate the credibility and usefulness of researched sources.
(5) Read critically and understand complex source material.
(6) Integrate complex sources into YOUR writing.
(7) Continue to master and apply the writing process.
(8) Write grammatically correct sentences.
Student Code of Conduct and Academic Integrity Admission to the Community College of Denver implies that you agree to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus will be regarded as unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct is at this web site: http://ccd.rightchoice.org/Student_Life/COC.html.
Americans with Disabilities Act Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. More information is available at http://ccd.rightchoice.org/EPAC/disabilities.html.
Grade of Incomplete
Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. The instructor's decision to authorize or not authorize an incomplete grade is final. The student must have completed 75% of the class with a C or better, and must complete the rest of the work with the same instructor. Arrangement for the completion of the course must be made with the instructor prior to the assignment of the "I" grade. This agreement must be written on a Contract for Incomplete Grde Form. The instructor may allow up to one full semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades (F).
CCD Critical Skills addressed in this course are: reading, writing, speaking/listening, and valuing diversity.
Reading 3 Identify, analyze and evaluate a variety of readings related to course content.
Writing 3: Compose essays and other written work which reflect the student’s ability to describe, analyze, and evaluate ideas and material related to course content.
Speaking/Listening 3: Summarize and respond to class material presented in the form of oral presentations and class lectures.
Valuing Diversity 3: Identify and summarize alternative viewpoints or approaches to major themes or issues within course content.
Academic Integrity:
Cheating and plagiarism are serious offenses and represent violations of college policy. These violations will not be tolerated and will be dealt with according to the college’s Academic Integrity Procedures. The college defines plagiarism as intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. The following are considered to be forms of plagiarism:
* Word-for-word copying of another person’s ideas or words
* Interspersing one’s own words within a document while, in essence, copying another’s work.
* Rewriting another’s work, yet still using the original author’s fundamental idea or theory.
* Inventing or counterfeiting sources.
* Submission of another’s work as one’s own.
* Neglecting quotation marks on material that is otherwise acknowledged.
Clear cases of plagiarism will result in a failing (zero) grade on the assignment. In some cases, such a failing grade may result in a lowered or failing grade for the course. In the most serious cases, the instructor may pursue grievance procedures through the Dean of Students to administer a punitive failing grade or other appropriate disciplinary action.
COURSE POLICIES:
Stuff You Should Bring To Class EVERYDAY:
* Yourself and an active desire to learn. Your education is in your hands, it has been, so if think this class is “stupid” or “boring” guess whose job it is to make it otherwise. You have a great deal of intelligence; I will require you to use it.
* A notebook, spiral or otherwise, to chart your brilliance. A folder or binder to keep track of your assignments.
* Textbook: Faigley, Lester and Jack Selzer Good Reasons with Contemporary Arguments. Second Edition. New York: Pearson/Longman, 2004
* Textbook: Hacker, Diana. A Writer’s Reference Fifth Edition. Boston: Bedford/ St. Martin’s, 2003.
* A folder with pockets that you will use throughout the semester when turning in projects.
What I expect of you:
* Attendance. Show up. In this class being present is mandatory. That’s right--mandatory. Missing more than 6 classes with negatively influence your grade. You will lose up to 50 participation points. More than 6 absences will result in a failing grade.
* If your cell phone goes off in class, I will put it in my mouth an swallow it. Seriously.
* Be here now. When you are in class, be there. Don’t think about the pile of bills you have to pay, your ingrown toenails, or your plans for world domination, and buy into what we are doing in class. Take interest. If you hate me, look to the book. If you hate me, hate the book, look for outside help (ie a tutor, the Writing Center, etc). More than anything, in this class I will expect a lot of you both at the homework level, but also in terms of the responsibility I will delegate to you in the classroom. What does this mean? Come to class prepared, do the reading, have opinions, be smart, and be ready to talk and write about anything and everything. Easy enough? We are peers here, so act like it.
* Participate. Class participation is essential to the workings of this class. For this reason, your ability to participate is part of your grade in this class. While it may be difficult for some of us to speak up, discussion will encompass the majority of our class time. It is, then, impossible to have a discussion if you will not speak, so please let us hear what you have to say.
* Be mellow. This classroom is a safe haven for all ideas. There are no rights and wrongs, just opinions. Throughout the class we will discuss topics on which we will not all agree. Respect everyone as an equal, even if you really, really, disagree with what they are saying. That means no punching, no cussing, no belittling/degrading a person’s pov, no yelling, etc. Basically, be cool. We are all unique individuals entitled to our own opinions and beliefs, however, any comments, jokes, actions, remarks, or sounds that denigrate the worth of an individual’s race, creed, culture, ethnic background, sexual preference, and gender are inappropriate and will not be tolerated. In other words, remember the golden rule, and everything will be fine. If you don’t think you can handle this, please drop now.
Don’t be afraid to be yourself. Write beautiful sentences, participate, laugh, cry, be alive, and when you are in this class find something you are interested in and run with it. Your enjoyment/happiness with this class, and all classes, is primarily wrought in your ability to make it your own. Put forth the effort. You are paying for it after all. If you aren’t interested in anything, well, I can’t really help you, that is your responsibility.
Attendance:
Class attendance is required. Since we have only 15 weeks together, every class is important. If you are consistently absent, you gravely jeopardize your success in the course. Please see me if you have problems.
IMPORTANT NOTICE: If you decide not to complete the course, it is your responsibility to officially withdraw from the class roster. If you do not withdraw yourself by the appropriate deadline, you will receive a grade of "F" for the course. Please watch those deadlines!
Late Papers:
Late work will not be accepted unless otherwise approved by me.
WHAT WE WILL DO:
The majority of the class will be dedicated to reading, writing, and writing about what you read. The easiest way to fail this class is to refuse to do your homework. A lack of preparedness is like stepping into the batters box with a golf club in your hand--you might as well have stayed home.
Assignments:
The principal assignment in this class is a documented research paper that will be 8 to 15 pages in length, include a Work’s Cited page, and successfully argue your position on a topic (using research to back up your claims). There will be several assignments that will help build toward this. In addition, we will write summaries of assigned readings and response papers on various topics.
Chapter Summaries, Rhetorical Precis and Response Papers:
A common feature of this course will be summaries, precis and responses. These will be brief (1-2 typed, double-spaced pages) informal opportunities for you to practice the skills you will need for the major assignments in the course. Although these journals are not heavily weighted individually, they are important cumulatively to your final grade and invaluable for the learning they encourage.
Revisions:
All good writing is rewriting. This process of creation, evaluation, and revision is the key to all good writing. Even after you have received a grade on a paper, you may still revise your work again. Depending on the improvement of your work, the revision may not raise your grade at all, or it may raise it substantially. A revision will never lower your grade.
NOTE: Please turn in the original and a revision self-analysis with the revision. This analysis should explain what you have changed in your paper, why you think it is better, and what weaknesses it still has. I cannot accept your revision without these items.
Assignment Format:
All written assignments should be typed. Always double-space. In the upper left-hand or right-hand corner of the first page, write your name, the date, the course and section number, my name, and the assignment (Ie “Ch. 1 summary”). Skip a few lines, write your title, and begin the assignment. Number the pages. Please make a copy for yourself of each assignment.
Course Grading:
Your final grade will be the average of your grade on the following six factors:
Brief Argument...................................100 pts
Annotated Bibliography............................................50 pts
Analysis of the Controversy.............100 pts
Research Paper................................300 pts
Chapter summaries and other homework.….............15 pts. each
Attendance..............................................50(-5 for each absence)
The grading scale is:
A 90-100% Superior mastery or achievement.
B 80-89% Better than average mastery or achievement.
C 70-79% Acceptable mastery or achievement.
D 60-69% Less than acceptable mastery or achievement.
F Below 60% Fails to demonstrate achievement of course objectives.
I understand these rules and regulations.
Signed _______________________________ Date: _______________________
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